• Title/Summary/Keyword: nutrition education

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Study on Nutrition Education and Perception of Nutrition Teachers and Dietitians in Gyeongnam Area (경남지역 영양(교)사의 영양교육 실태와 인식에 관한 연구)

  • Cheong, Hyo-Sook;Lee, Jung-Suk
    • Korean journal of food and cookery science
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    • v.28 no.3
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    • pp.229-240
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    • 2012
  • This study is about the current nutrition education by nutrition teachers and dietitians, and their perception of nutrition education. This study was conducted to discover problems in nutrition education and to set a right direction for such education. A total of 216 nutrition teachers and dietitians, in Gyeongnam, were examined. The results were as follows. Exactly 95.4% of the subjects provided nutrition education to their students. They provided indirect nutrition education(69.9%), direct/indirect nutrition education(26.7%) and direct nutrition education(3.4%). 'Nutrition Counselling Room' was the most common means of direct nutrition education, while 'handout' was mostly used as indirect education. 'Desirable food & dietary habits' were the most included curriculum for indirect/direct nutrition education. The reasons for not providing direct nutrition education were 'because of heavy workload'(34.2%) and 'a lack of class hour for direct education'(29.6%). Exactly 52.8% of the subjects said they would actively promote direct nutrition education if they were given a chance. Exactly 83.3% of the subjects responded nutrition education should begin 'during the kindergarten year'. Exactly 64.4% of them said 'establishment of independent nutrition subject' was the most effective nutrition education. Exactly 58.8% of them responded educational curriculum should include 'desirable food & dietary habits'. Exactly 41.2% of them said 'establishment of a systematic educational program' was necessary to launch direct nutrition education. About the effect of nutrition education on changes in students' food & dietary habits, 2.27 scores out of 5 were earned in average. In other words, many nutrition teachers and dietitians believed that the current nutrition education had little effect on students' food & dietary habits.

The Effects of Nutrition Education on Dietary Behavior, Nutrition Knowledge and Weight Control of Middle School Students (영양교육경험이 중학생의 식행동, 영양지식 및 체중조절에 미치는 영향)

  • Rhie, Seung-Gyo;Park, Hyun-Ae;Jung, Eun-Hee
    • The Korean Journal of Community Living Science
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    • v.18 no.3
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    • pp.469-480
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    • 2007
  • The purpose of this study is to find out the effect of nutrition education on dietaty behavior, nutrition knowledge and weight control of middle school students. The study is based on the assumption that students' dietary behavior, nutrition knowledge and weight-control are considerably influenced by whether they get nutrition education or not. A total of 495 students aged between $14{\sim}16$ (249 boys and 246 girls) were surveyed one middle school located Siheungsi, Gyeonggido. The survey reveals that 55.4% of the boy students and 63.0% of the girl students have been provided nutrition education in curriculum related to nutrition, for instance home economics, technology class, and/or some other classes. The results showed that the students who have been provided nutrition education don't skip breakfast and have three meals regularly(p<0.05). The score of dietary behavior is based on Mini-Dietary Assessment. The average score of the students who have been provided nutrition education is higher than the students who have never been provided nutrition education(p<0.01), meaning the nutrition education are affected positively on dietary behavior. The average score of students' knowledge of nutrition is as follows. The average score of the students who have been provided nutrition education is 5.0/10, while the average score of the students who have never been provided nutrition education is 3.9/10. The gap of the average score does come up to an inevitable conclusion that the students who have been provided nutrition education are supposed to get higher score than those who have never been provided nutrition education(p<0.0001). And the students who have been provided nutrition education are more satisfied with their body shape than those who have never been provided nutrition education(p<0.05).

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Development and Application of a Health Belief Model Based Nutrition Education Program for Day Care Center Children (건강신념 모델에 근거한 보육시설 유아대상 영양교육 프로그램 개발 및 적용)

  • Sin Eun-Kyung;Lee Yeon-Kyung
    • Korean Journal of Community Nutrition
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    • v.11 no.4
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    • pp.488-501
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    • 2006
  • The purpose of this study was to develop various nutrition education materials, including an animated CD, for day care center children and their teachers and in order to apply the nutrition education programs systematically. We evaluated the effect of the nutrition education programs on nutrition knowledge in the first year, and the effect of the nutrition education programs on nutrition knowledge, food attitudes and eating behaviors in the second year in day care center children. In the first year, nutrition education foundational materials, such as the animated CD-ROM, videotape, textbook, panels, posters, slogans, leaflets, picture disks, hand puppets, stickers for compensation and poster boards were developed. The subjects were 537 children (286 boys,251 girls) aged four to six years. In the second year, nutrition education materials, such as the animated CD-ROM and textbook were developed. The nutrition education group included 368 children (177 boys 191 girls) aged four to six years, and the comparison group consisted of 108 children (54 boys,54 girls) Regarding the nutrition knowledge test results in the first year, the pre-test mean of children was 6.82, however, the post-test mean was 11.35 and showed a significant increase (p < 0.001). Regarding the nutrition knowledge test and the food attitude test results in the second yew, the nutrition education group had significantly higher scores than the comparison group in a post-test (p < 0.001). For the eating behavior test results, the post-test means between the comparison group and the nutrition education group were not significant. The test results show that several months of nutrition education is not enough to improve eating behaviors. As a result, nutrition education has improved nutrition knowledge and food attitudes in day care center children but short-term nutrition education was not sufficient to induce a change in eating behaviors. To improve eating behaviors in day care center children, nutrition education programs must be applied to day care center children in addition to their Parents and Persistent education will have to be continued.

Activity-Based Nutrition Education for Elementary School Students (활동주의에 근거한 초등학교 활동중심 영양교육 방안)

  • 이경애
    • Journal of Nutrition and Health
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    • v.36 no.4
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    • pp.405-417
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    • 2003
  • This study was to investigate practical methods for activity-based nutrition education for elementary school students, which help them understand the knowledge of food and nutrition and apply it to their day-to-day lives practically. The concept and necessity for activity-based nutrition education Were investigated and practical nutrition education methods based on activities were developed by referring to literatures related to activity based loaming and nutrition education methods. Activity-based nutrition education is a set of methods by which better food and nutrition habits are introduced by means of various activities, such as nutritional plays and games, story composing, nutritional songs, nutritional diaries, role plays, discussion and cooking. Elementary nutrition education should be based on various activities that take into consideration the children's intellectual and physical development because these students are in a concrete operational stage and they are naturally active, curious, and inquisitive. Thus, various activities were developed for elementary nutrition education, and educational effect and~ teaching methods are suggested. Children can be highly motivated and naturally absorb knowledge and desirable attitudes with respect to food and nutrition by means of these activities because they take into consideration the age and intellectual levels of the children.

A Study on the Development of Programs for the Nutrition Education of Preschool Nursery Facilities (영유아 보육시설의 영양교육 프로그램 개발)

  • 이난희;정효지;조성희;최영선
    • Korean Journal of Community Nutrition
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    • v.6 no.2
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    • pp.234-242
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    • 2001
  • This study was aimed at development of a nutrition education program, which was designed for children, their parents and personnel in preschool nursery facilities and carried out by dieticians. The program was conducted at 6 preschool nursery facilities for 3 months from July to September 1998. Four-hundred thirty-three children aged 2 to 7 years were engaged in the program. Children in each class were given nutrition education practice once a week by dieticians using education materials and a guide book based on a 12-week program. The themes of nutrition education for children consisted of 'knowledge of food sources and foods', 'relations between food and health', 'other roles of food', 'right eating habit', and 'cooking practice'. Each of five leaflets on nutrition education for parents was delivered eery three weeks in a series and leaflets were posted on a bulletin board. Nursery school teachers were educated by their participation in the class with dieticians using education materials. Evaluation of nutrition education by children, parents and personnel was carried out by interviewing and using questionnaires before and after the program. Children responded more positively more positively on their eating behavior and sanitary behaviors after nutrition education. Parents'opinions on the nutrition education program were positive : 72.3 described the nutrition education program as 'very good'and 'good'. In addition, 71.3% answered that the education materials for parents were helpful. A majority(93.8%) of personnel in facilities evaluated the nutrition education program effective. Nursery personnel evaluated the importance of general nutrition knowledge, childhood nutrition, and obesity control for nutrition management and nutrition education more highly after nutrition education. This study indicates that nutrition management and nutrition education programs for preschool nursery facilities are necessary and they would be effective when implemented by dieticians.

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Analysis of Nutrition Education for Elementary Schools -Based upon Elementary School Teachers within Inner Seoul (초등학교 영양교육실태에 관한 조사 연구 -서울시내 일부 초등학교 교사를 중심으로)

  • 서은나
    • Journal of Nutrition and Health
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    • v.31 no.4
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    • pp.787-798
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    • 1998
  • This study is an analysis on how current elementary teachers think about nutrition education, how they are teaching it, and problems that have occurred. The main purpose of this analysis was to deal with future problems in nutrition education by analyzing the present situation . The survey was done on 544 currently working elementary school teachers. from the 9 education departments within Seoul, 2 schools were chosen from each department by stratified random sampling. The survey used a questionnaire that was passed out personally to teachers from September 1, 1997 to the 19th. The 544 usable questionnaires were analyzed by using the teachers had nutrition education training and the average score of nutrition knowledge was 13.30 $\pm$2.73 out of 20. Nutrition education was being taught as apart of other subjects in 87.9% of the schools, and mainly by lecture. Audio visuals aids were used by 53.7% of the teachers and the most common was the VTR. Nutrition education was taught as a part of physical education and 41.5% were using teacher guides to help them. 91.9% of the teachers supported the idea of nutrition education in elementary schools. Nutrition education was supported by 80. 0% of teachers to begin when children are in kindergarten, proving that early nutrition education is supported. The analysis showed that nutrition education should be taught by parents(29.4%) , teachers(29.2%), and nutritionists(25.9%) relating that family , education, and school lunch programs should tie in with each other. 96.7% of the teachers responded that they would teach nutrition education. However, 41.0% disagreed with having a separate course for nutrition education . Proper eating habits, nutrition and its diseases, and growth with nutrition were the main categories within nutrition education and the most effect method was thought to have audio visuals, guides for teachers , and to link the subject matter with school lunch programs. The teachers main responses to problems with children were that they are too much instant food, did not eat in a variety , and had no manners in eating. Ironically, the believed that malnutrition, fainting and growth stunt were not important nutrition problems.

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Effects of Nutrition Education on Nutrition Knowledge , Food Attitude , Food Habits, Food Preference and Plate Waste of Elementary School Children Served by the National School Lunch Program (급식학교에서의 영양교육이 아동의 영양지식, 식생활태도, 식습관, 식품 기호도 및 잔식량에 미치는 영향)

  • 한혜영
    • Journal of Nutrition and Health
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    • v.30 no.10
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    • pp.1219-1228
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    • 1997
  • This stusy was designed to develop nutrition education program for the primary school children served by the national school lunch program and to evaluate ist educational effects. Subjects consisted of 61 elementary school children(30 in the control group and 31 in the treatment group) in the 5th grade. Only the treatment group participated in a twelve-week nutrition education program. To evaluate the effects of the nutrition education program, the control and treatment groups were given a pretest and posttest for nutrition knowledge, food attitude, food habits, food preference and plate wastes before and after nutrition education. The results obtained are summerized as follows ; the nutrition knowledge test score (30.4) of the treatment group was significantly higher than that (17.4) of the control group after nutrition education . However, there was no significant difference between the two groups in food attitude test scores after nutrition education. We also did not find any difference induced by nutrition education or the food preferences of the treatment group. After nutrition education , the amount of plate waste of some menus were significantly decreased in the treatment group, but the amount of plate waste of the control group was not significantly changed. However, there was no significant difference in the post test scores above food habits between two groups. It was concluded that a twelve-week nutrition education program can improve nutrition knowledge and decrease plate waste but is not enough to change food attitude , food preference and food habits. It can besard that the two components of foodservice are nutritional foodservice and nutrition education. Foodservice management alone without nutrition education is hardly enough to improve the nutritional status of school children. The result of this study indicate that applying the nutrition education program to elementary school children who are served by the national lunch program can maximize the effects of the national school lunch program.

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Development and Application of Nutrition Education Program for Prevention and Management of Atopic Dermatitis (학령기 아동의 아토피 피부염 예방 및 관리를 위한 영양교육 프로그램 개발 및 적용)

  • Kang, Seock-Ah;Choi, Hwa-Jung;Kim, Jung-Hyun
    • The Korean Journal of Food And Nutrition
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    • v.25 no.2
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    • pp.383-392
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    • 2012
  • Atopic related skin symptoms must be controlled continually. Because it is involved with food, eating behaviors play an important role in the prevention and management of atopic dermatitis. The aim of this study was to develop and apply nutrition education program for the prevention and management of atopic dermatitis on elementary school students. After applying the nutrition education program, our research attempts to evaluate the effectiveness of such nutrition education program. This study examined the effects of a nutrition education program on atopic dermatitis-related snacking behaviors, eating attitudes, and food behaviors. Subjects were 3rd grade elementary school students in Daejeon. A 6-week nutrition education program was implemented to 97 children as the educated group and another 94 children were included in the study as the control group. A self-administered questionnaire was used to assess the effects of nutrition education program. As results, eating attitudes reached significant improvement by the nutrition education program(p<0.05). In a paired t-test, the control group did not show significant difference, but the educated group showed a significant difference. In snacking behaviors, the two groups did not show statistical difference except for some considering factors. Also, there were no significant differences of the two groups after nutrition education program, except the snacking place after the nutrition education group. However, in the educated group, the types of snacks made by mothers increased 17.5% from 40.2% to 57.7%, and in-house as snacking place increased 13.4% from 68% to 81.4%. In the results of before and after the nutrition education program, the program showed some effect on the prevention and management of atopic dermatitis. Therefore, these results showed foundation for nutritional education and various educational programs are needed afterward to increase the effect of nutrition education in the prevention and management policy related to atopic dermatitis.

Effects of Nutrition Education through Social Cognitive Theory in Elementary School Students -Focusing on the Nutrition Education of Sugar Intake- (사회인지이론을 적용한 초등학생 대상 영양교육의 효과 -당 섭취에 관한 영양교육 중심으로-)

  • Kim, Yun-Sil;Lee, Min-June
    • The Korean Journal of Food And Nutrition
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    • v.24 no.2
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    • pp.246-257
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    • 2011
  • The purpose of this study was to identify the effectiveness of a nutrition education program of reducing children's sugar intake based on social cognitive theory. This education program composed of 6 units was conducted in discretional activity class of the $3^{rd}$ and $4^{th}$ grade elementary school students. The results are as follows: First, the rate of correct answers and score of nutrition knowledge significantly increased after nutrition education. The scores of nutrition education in male students, students whose mothers have no job, and students with skinny physiques were much improved after nutrition education(p<0.05, p<0.01, p<0.001, respectively). Second, the dietary attitudes toward reducing sugar intake and checking nutrition labels significantly improved(p<0.05). And also, it tended to decrease in preference and intake of sweet foods. Third, the consumption of candy caramel jelly(p<0.05), yogurt(p<0.05), jam honey(p<0.05), and ice cream(p<0.001) were reduced after nutrition education. Besides, obese students' consumption of isotonic beverages, carbonated beverages, and fruit juice was reduced. Therefore, a positive change in dietary behavior appeared. Based on the above results, we confirmed that the nutrition education program focusing on reducing sugar intake applied with social cognitive theory was effective for improving the nutrition knowledge, dietary attitude and dietary behavior in sugar intake in elementary school students. Especially, this program showed the improvement in nutrition knowledge as well as dietary attitude and behavior in sugar intake among obese children. Since nutrition education during childhood significantly influences lifetime-health and disease prevention, it is necessary to develop theory-based nutrition education program and practice systematic and constant nutrition education in elementary schools.

Experience and Vision of Nutrition Education by Nutrition Teacher Candidate in School (예비영양교사의 학교에서의 영양교육 경험 및 방향 설정에 대한 인식 조사)

  • Lee, Eun-Ju;Lee, Hae-Young
    • Journal of the Korean Society of Food Culture
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    • v.24 no.4
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    • pp.440-450
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    • 2009
  • The purposes of study were to survey the status of nutrition education in school and investigate the perception of nutrition teacher candidates concerning the direction and ideal method for nutrition education. A questionnaire was distributed to 554 nutrition teacher candidates from August to October, 2006. A total of 468 usable data were collected (84.5% response rate). The statistical data analysis was completed by using SPSS for Windows (ver. 10.0) for descriptive analysis, ANOVA and $X^2$-test. About 52% of respondents had nutrition education teaching experience. Half of the respondents indicated that the necessity for nutrition education stemmed from their own need for such education. The main problem in students' dietary life was 'the increasing intake of processed foods, instant foods and fast foods (4.23 out of Likert 5 point scale)' and the major nutritional problem was 'high calorie intake with low essential nutrients (3.96 out of Likert 5 point scale)'. Over half the respondents (53.4%) recommended that nutrition education be oriented towards behavioral change rather than knowledge delivery. Social learning theory was preferred mostly as an theory apt to nutrition education (60.3%) and the most effective means of education was referred to organizing the regular class for nutrition education (50.5%). The 'playing such as songs or game' was reported as both effective and realizable method in nutrition education.